taks master plus for reading - ecs learning...

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© 2008 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced, translated, stored in aretrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior writtenpermission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers, or forcommercial sale is strictly prohibited.

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ISBN: 978-1-60539-111-3

ECS Learning Systems, Inc.

PO Box 440, Bulverde, TX 78163-0440

Web site: testsmart.com

1.800.688.3224 Toll-Free Fax: 1.877.688.3226

Editorial Director: Lori Mammen

Writers: Rachel Boyers, Jill Campbell Reed, James Duncan

Graphics: Flannery Brady, Andrea Harris

Date:Name of Student:

for the North Carolina Standard Course of Study

®

Learning Modules™

Reading, Grade 3Work Text

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© ECS Learning Systems, Inc. • TestSMART®Learning Modules™—North Carolina, Reading, Grade 32

Table of Contents

Module 1The Secret of the Ninth Hole............................................................................................3

Module 2Sweet Rain ......................................................................................................................10

Module 3The Velveteen Rabbit ......................................................................................................17

Module 4Sleeping in Space ............................................................................................................25

Module 5Wyatt and the Mystery Passenger ..................................................................................33

Module 6Journey of the Mayflower ..............................................................................................41

Module 7Is the Moon Tired? and Child Moon ..............................................................................49

Module 8Going Green ..................................................................................................................57

Module 9Down the Rabbit Hole ....................................................................................................64

Module 10Friends Forever ..............................................................................................................72

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SCS Objectives for Grade 3

The SCS performance indicators for Language Artsgrade 3 address the following objectives alignedwith the North Carolina core curriculum:

Competency Goal 1: The learner will develop andapply enabling strategies and skills to read and write.

Objective 1.02: Apply meanings of common prefixesand suffixes to decode words in text to assistcomprehension.

Objective 1.03: Integrate prior experiences and allsources of information in the text (graphophonic,syntactic, and semantic).

Objective 1.05: Use word reference materials(e.g., dictionary, glossary) to confirm decodingskills, verify spelling, and extend meanings ofwords.

Competency Goal 2: The learner will develop and applystrategies and skills to comprehend text that is read,heard, and viewed.

Objective 2.02: Interact with the text before,during, and after reading, listening, orviewing by:• setting a purpose.• previewing the text.• making predictions.• asking questions.• locating information for specific purposes.• making connections.• using story structure and text organization

to comprehend.

Objective 2.04: Identify and interpret elements offiction and nonfiction and support by referencingthe text to determine the:• author’s purpose.• plot.• conflict.• sequence.• resolution.• lesson and/or message.• main idea and supporting details.• cause and effect.• fact and opinion.• point of view (author and character).• author’s use of figurative language

(e.g., simile, metaphor, imagery).

Objective 2.05: Draw conclusions, makegeneralizations, and gather support by referencingthe text.

Objective 2.06: Summarize main idea(s) fromwritten or spoken texts using succinct language.

Competency Goal 3: The learner will makeconnections through the use of oral language,written language, and media and technology.

Objective 3.01: Respond to fiction, nonfiction,poetry, and drama using interpretive, critical,and evaluative processes by:• considering the differences among genres.• relating plot, setting, and characters to own

experiences and ideas.• considering main character’s point of view.• participating in creative interpretations.• making inferences and drawing conclusions

about characters and events.• reflecting on learning, gaining new insights,

and identifying areas for further study.

Objective 3.02: Identify and discuss similaritiesand differences in events, characters, concepts, andideas within and across selections and support themby referencing the text.

Objective 3.03: Use text and own experiencesto verify facts, concepts, and ideas.

Objective 3.05: Analyze, compare, and contrastprinted and visual information (e.g., graphs,charts, maps).

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Rubric & Sample Answerfor Open-Ended Questions (OE)

Sample Answer for Open-Ended Questions (OE)

Objective 2.05: Conclusions and GeneralizationsDraw conclusions, make generalizations, and gain support by referencing the text.

How are snails useful to people? Use details and information from the passage to support your answer.

Snails help people in three important ways. First, snails eat rotting plants and algae, which keeps yards, gardens,and swimming pools clean. Second, snails’ waste improves the soil, which makes plants grow better. Finally,snails serve as a food source for some people in the world.

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Rubric for Open-Ended Questions (OE)

Score Point Descriptor

Source: North Carolina Department of Public Instruction

• Answer addresses all aspects of the question, uses sound reasoning,and cites and explains appropriate examples. Uses evaluation,analysis, and synthesis skills.

• Answer deals with most aspects of the question and makes correctinferences, although minor errors may exist. Comprehension is onan inferential level. Key skills are synthesis and analysis.

• Answer deals with material on a concrete, literal level that isaccurate in some dimensions though many errors exist.

• Answer is unresponsive, unrelated, or inappropriate.0

1

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3

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TheSe

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ofth

eNinth

Hole

Swee

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in

TheVe

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inSp

ace

Wya

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ystery

Passen

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Jour

neyof

the

May

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Isth

eM

oonTired?and

Child

Moon

GoingGreen

Downth

eRab

bitHole

FriendsFo

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Competency Goal 1: The learnerwill develop and apply enablingstrategies and skills to read andwrite.

Objective 1.02(Prefixes/Suffixes, Structural Cues) 5 4

Objective 1.03(Context Clues) 1 1 2 1 3 8,10 2 1,9

Objective 1.05(Reference Materials, Multiple-MeaningWords)

1,2 3 1 2 1

Competency Goal 2: The learnerwill develop and apply strategiesand skills to comprehend text thatis read, heard, and viewed.

Objective 2.02(Setting a Purpose, Asking Questions,Locating Information, MakingConnections, Story Structure and TextOrganization)

5 8

Objective 2.04(Author’s Purpose, Plot, Conflict,Sequence, Resolution, Lesson and/orMessage, Main Idea and SupportingDetails, Cause and Effect, Fact andOpinion, Point of View [Author andCharacter], Author’s Use of FigurativeLanguage)

3,4,5,7

2,6,9

2,3,4,6,7,8

6,7,82,3,4,6,8

1,7,8

1,2,4,5 2,3

1,4,5,7,9

2,3,4,8

Objective 2.05(Conclusions and Generalizations) 6,8 4,8,

10 9 4 9 3 9 3

Objective 2.06(Summarize Main Ideas) 3 6 7 6

Correlation Chart for TestSMART® Learning Modules™

Reading, Grade 3

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This chart lists the reading passagesin the student work text and thespecific objectives addressed in eachpassage. For quick reference, thequestion number is included.

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TheSe

cret

ofth

eNinth

Hole

Swee

tRa

in

TheVe

lvetee

nRa

bbit

Slee

ping

inSp

ace

Wya

ttan

dth

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ystery

Passen

ger

Jour

neyof

the

May

flow

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Isth

eM

oonTired?and

Child

Moon

GoingGreen

Downth

eRab

bitHole

FriendsFo

reve

r

Competency Goal 3: The learner willmake connections through the use oforal language, written language, andmedia and technology.

Objective 3.01(Differences Between Genres, MainCharacter’s Point of View)

7 9 11

Objective 3.02(Similarities and Differences) 6,7,8 6

Objective 3.03(Verify Facts, Concepts, Ideas) 4 10 7,10

Objective 3.05(Analyze Graphs, Charts, Maps) 7 5,9 5 5,10 5 6 5

This chart lists the reading passagesin the student work text and thespecific objectives addressed in eachpassage. For quick reference, thequestion number is included.

Correlation Chart for TestSMART® Learning Modules™

Reading, Grade 3, continued

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Vocabulary

What do you thinkwill happen to Chadand Lisa in this story?Do you think they willsolve the mystery?Make a prediction inthe space below.

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Chad and Lisavisit UnsolvedMysteries, a newminiature golf coursewhere each hole ispatterned after a famousmystery, such as theBermuda Triangle, theLost City of Atlantis,or the Loch Ness Monster.The golf course also has its ownmystery to solve, and Chad and Lisa both want to be first to solvethe mystery.

Think about what you know• What is a mystery? Have you ever solved a mystery

or tried to solve one?

• What do you think would be important to do whentrying to solve a mystery?

• Have you ever played miniature golf or seen aminiature golf course? What was it like?

• Some of the mysteries mentioned in this story arethe Bermuda Triangle, the Lost City of Atlantis,the Loch Ness Monster, King Arthur, and MountOlympus. What do you know about these topics?

Did you know...The first miniature golf course in the United Statesopened in Pinehurst, North Carolina, in 1916.

Predicting/Generating Question

Mod

ule

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miniature

rusty

felt

cockpit

darting

sunken

serpent

lair

gutter

scurried

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something unexplained,unknown, or kept secret

mystery:

The Secret of the Ninth Hole


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© ECS Learning Systems, Inc. • TestSMART®Learning Modules™—North Carolina, Reading, Grade 3 3

Module 1The Secret of the Ninth Hole

Prereading ActivityObjective 4.02

Part of the picture below is missing! Use the clues you have been given to determine what is inthe picture.

What do you think is in the picture? ________________________________________________

What clues did you use to solve the mystery? _________________________________________

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Solve the Mystery!

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Chad and Lisa waited in line to play Unsolved Mysteries, the new miniature golfcourse. When they reached the counter, a clerk handed them balls and clubs. “No onehas solved the mystery yet,” the clerk said.

“Isn’t every hole a mystery?” asked Chad. “Like UFOs or sea monsters?”

“Each hole is about a famous mystery,” said the clerk. “But you have to solve amystery to complete the course. If you’re the first to solve it, you get your picture inthe newspaper.”

Chad grinned at Lisa. “Look for my picture on tomorrow’s front page.”

“You wish,” Lisa said, following him onto the course.

Chad and Lisa boarded the rusty plane at the first hole. The green stretched fromthe tee behind the cockpit to the cup in the tail of the plane. Suddenly, lights flashedand dials spun wildly in the cockpit. A speaker crackled, “Mayday! Mystery Flight 319crashing in the Bermuda Triangle.”

“I hope my ball doesn’t disappear in the Bermuda Triangle,” said Chad. He took hisfirst shot. The ball bounced off the walls of the plane. Chad took three more shots tofinish the hole. Lisa swung, and her ball rolled through the plane and into the cup.

“Hole-in-one!” she yelled.

“Welcome to the Lost City of Atlantis,” said the speaker at the second hole. Thewalls glowed with scenes of fish darting among the sunken ruins of a city. Chad felt likehe was golfing underwater.

At the third hole, the speaker said, “Meet Nessie, the Loch Ness Monster.” Chadtapped his ball through the loop-the-loop of the giant sea monster’s body. Lisa whackedhers too hard, sending it off course.

Chad made a hole-in-one at KingArthur’s round table. On the alienspaceship, Lisa mastered the controls.Chad’s ball was lost through a trapdoor.After the haunted house, MountOlympus, and King Tut’s Tomb, Chadand Lisa were tied at 27 strokes each.

A dragon towered over the ninthhole. Giant eggs dotted the green.Steam seeped from a nearby cave.


The Secret of the Ninth Hole

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“The mysteries of the golf course hold the solution to your last adventure,” crackledthe speaker. “Put the clues together, and escape. Fail, and enter the Dragon’s Lair.”

“What clues?” asked Lisa.

“The course holds the solution,” Chad repeated. “We played the Bermuda Triangle,then Atlantis, Nessie, and King Arthur. What was next?”

“The haunted house, Mount Olympus, and Tut’s tomb,” said Lisa.

Chad pictured each hole. But he didn’t see any clues. He thought about eachmystery…Bermuda, Atlantis, Nessie, King. Then Chad grinned.

“You solved the mystery?” cried Lisa.

“Spell out the first letters of something at each hole,” Chad said. “Like, B forBermuda or S for spaceship.”

“B-A-N-K-S-H-M-T.”

“Olympus, not Mount Olympus,” corrected Chad. “The letters spell out bankshot.”

“I get it!” cried Lisa. “Don’t aim for the cup. Bank the ball off the eggs.”

Lisa putted. Her ball bounced off an egg and into the cup. The dragon roared, andits tail opened a door hidden near the cave. Lisa stood in the secret exit, watching Chadshoot. Chad missed the eggs. His ball rolled into a gutter. Flames shot from thedragon’s snout. The speaker crackled, “Beware the Dragon’s Lair!”

Laughing, Lisa scurried out the secret exit.

“Time to have my picture taken,” she said as the door snapped shut.

Chad entered the cave, wondering what hazards he would find, but the cave only ledoutside the golf course. He saw Lisa talking to a man with a camera.

“Both our pictures should be in the newspaper,” she said. “I finished the course, butmy brother solved the mystery.”

Chad pictured tomorrow’s headline: Secret of the Ninth Hole Solved!


If this passage were a news story, it might have this headline:

New Miniature Golf Course Holds Mystery

On the line below, write a headline of your own about the passage.

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Use the pictures below to design your own three-hole miniature golf course. On a separatesheet of paper, describe your golf course or describe someone’s adventure on your golf course.

My Golf Course

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d.Module 1The Secret of the Ninth HolePost-reading ActivityObjective 4.02

Create a 3-D model of one of the holes you designed. Use a shoebox, green felt, and any othermaterials you want. Be creative!


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ConnectionsObjective 4.02

In the story, Chad and Lisa make a goal to solve the mystery. Describe a goal you have madeand how you met that goal or are trying to meet it.

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Connections

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Objective 1.05

1. Read the sentence from the story.

Chad and Lisa boarded the rusty planeat the first hole.

What does boarded mean?

O A Bumped

O B Closed

O C Entered

O D Searched

Objective 1.05

2. Read the sentence from the story.

Bank the ball off the eggs.

Which meaning of the word bank isused in the story?

O A To cover

O B To pile up

O C To play off a surface

O D To tip when turning

Objective 2.04

3. What do both Lisa and Chad wantmost in the story?

O A To find clues

O B To avoid trapdoors

O C To get a good score

O D To hit a ball into a cup

Objective 2.04

4. What happens after Lisa and Chadplay the hole at King Tut’s Tomb?

O A They have the same score.

O B Lisa rolls a ball into anairplane.

O C They wait in a line to getsupplies.

O D Chad hits a ball through asea monster.

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Objective 2.04

5. Lisa and Chad finish their game byspelling the word—

O A adventure

O B bankshot

O C exit

O D golf

Objective 2.05

6. At the end of the story, Chad thinksabout the newspaper headline becausehe—

O A likes being famous

O B feels proud of himself

O C wants people to visit thecourse

O D enjoys reading aboutmysteries

Objective 2.04

7. Why is the golf course important tothis story?

O A It gives practice in aiming aball.

O B It holds the answer to themystery.

O C Both Lisa and Chad get to playthe last hole there.

O D Both Lisa and Chad mustlearn to use clubs there.

Objective 2.05

8. Lisa includes Chad in the newspaperpicture because—

O A Chad’s ball rolled into a gutter

O B Chad wants to be on the frontpage, too

O C Chad’s hint leads her to thesecret exit

O D Chad is her brother, and he isa good player

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